READING STRATEGIES: EFFECT ON STUDENTS’ READING SKILLS 1

APPLIED RESEARCH PROPOSAL

READING STRATEGIES: EFFECT ON

STUDENTS’ READING SKILLS

TABLE OF CONTENTS

Introduction ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 3

Review of Related Literature and Studies ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 3

Conceptual Framework ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 6

Research Questions ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 6

Hypothesis ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7

Significance of the Study ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 7

Scope and Limitations ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙

Method ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 8

Type of Research ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 8

Respondents and Sampling Method ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 9

Sources of Data ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 9

Instruments ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 9

Data Collection Procedures and Ethical Considerations ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 10

Data Analysis ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 10

Timetable/Gantt Chart ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 11

Cost Estimates ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 12

Plan for Dissemination and Advocacy ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 12

REFERENCE ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 13
 READING STRATEGIES: EFFECT ON STUDENTS’ READING SKILLS 2

INTRODUCTION

Reading is a lifelong skill to be used both at school and throughout life. It is an essential

key to students learning. Without the ability to read well, opportunities for personal fulfillment

and job success inevitably will be lost. The idea here is that when we read something, the

purpose is to try to understand what the intention is. When dealing with reading, we encounter

two layers of reality: one that we can see and one that we cannot see. Therefore, the purpose of

reading is to make the invisible layer, the underlying meaning, visible and clear).

Teele asserts that the goal of all readers should be to understand what they read (2004, p.

92). Research shows good readers are actively involved with the text, and they are aware of the

processes they use to understand what they read. Teachers can help improve student

comprehension through instruction of reading strategies. Predicting, making connections,

visualizing, inferring, questioning, and summarizing are strategies shown by research to improve

reading comprehension (Block & Israel, 2005). It is important to teach the strategies by naming

the strategy and how it should be used, modeling through the think-aloud process, group

practice, partner practice, and independent use of the strategy (Duke & Pearson, 2005).

REVIEW OF RELATED LITERATURE AND STUDIES

Reading proficiency is the most fundamental skill for academic learning and success in

school. According to a study done in the United States, the ability to read proficiently is
 READING STRATEGIES: EFFECT ON STUDENTS’ READING SKILLS 3

significantly related to how much a person can achieve in his or her personal and professional

life (Block & Israel, 2005).

In order to be a good reader, learners should set a goal for their reading; therefore good

readers have a purpose for reading. One strategy for improving comprehension is predicting,

which helps the reader set a purpose for their reading. Research has shown that good readers use

their experiences and knowledge to make predictions and formulate ideas as they read (Block &

Israel, 2005). This strategy also allows for more student interaction, which increases student

interest and improves their understanding of the text (Oczkus, 2003). It is important to compare

the outcome in the actual text with the prediction process as it will lead the learner to improve his

understanding. Some of the approaches for teaching predicting are teacher modeling, predicting

throughout the text; with partners, with a graphic organizer, or using post-it notes throughout the

text. Using the title, table of contents, pictures, and key words is one prediction strategy. Another

key prediction strategy is to have students predict at specific points through the text, evaluate the

prediction, and revise predictions if necessary (Teele, 2004).

Another strategy that the good readers employ when comprehending a text is

visualization (Adler, 2001). Teachers can motivate students to visualize settings, characters, and

actions in a story and ask them to make drawings or write about the image that come to their

minds after visualizing the text.

Making connections is another strategy that can be used in the reading process. By

making connections, the learners can activate their prior knowledge and connect the ideas in the

text to their own experiences. Reading becomes meaningful when the reader connects the ideas

in the text to their experiences and beliefs, and the things happening in the outer world. Students
 READING STRATEGIES: EFFECT ON STUDENTS’ READING SKILLS 4

can make text-to-text self connections through drawing, making a chart, or writing. Students can

make text-to-text connections through drawing, making a chart, writing, and graphic organizers.

These text-to-text connections could be based upon how characters in the story relate to each

other, or how story elements relate between stories. Students can make text-to-world connections

through drawing, making a chart, writing, or graphic organizers. Text-to-world connections

could be done by comparing characters in a story to characters today or comparing the content of

the text to the world today (Teele, 2004).

The process of summarization requires the reader to determine what is important when

reading and to condense the information in the readers own words (Adler, 2001). During the

summarizing process, the students will be able to distinguish the main ideas from the supporting

ideas. Distinguishing the related knowledge from the unrelated ones is another point in the

summarizing process which will help the students’ capacity to improve text comprehension.

Summarizing is a strategy which helps the students to organize the ideas even in the long reading

passages which are usually perceived as threat for the students.

Readers can use the questioning before, during, and after reading. The questioning

process requires readers to ask questions of themselves to construct meaning, enhance

understanding, find answers, solve problems, find information, and discover new information

(Harvey & Goudvis, 2000). In this strategy, the students return to the text throughout the reading

process to find the answers to the questions asked by the teacher before, during and after the

reading. By this strategy, students practice to distinguish between questions that are factual,

inferred, or based on the reader’s prior knowledge.

 READING STRATEGIES: EFFECT ON STUDENTS’ READING SKILLS 5

Inferring refers to reading between the lines. Students need to use their own knowledge

along with information from the text to draw their own conclusions (Serafini, 2004). Through

inferring students will be able to draw conclusions, make predictions, identify underlying

themes, use information to create meaning from text, and use pictures to create meaning (Harvey

& Goudvis, 2000). Students can be given techniques to use illustrations, graphs, pictures, dates,

related vocabulary and titles from the text to make inferences.

CONCEPTUAL FRAMEWORK

Profile of respondents in terms - Different Reading Strategies

( Visualizing, Making Connections,
of performance output and
Summarizing, Questioning, Inferring)
reading speed and
comprehension - PHIL-IRI

- Weekly Examinations
Improvement of
students’ reading - Periodical Test
skills

STATEMENT OF THE PROBLEM

Generally in every classroom, there are students who can’t comprehend different things

especially those which new to them. When reading passages or stories which contain a

complicated plot, students can’t possibly identify what is the story or passage is all about. This

leads them to fail examinations that contain thorough comprehension in order to answer. By

doing different reading strategies, students will broaden their vocabulary and will easily

distinguished the main concept of things.

 READING STRATEGIES: EFFECT ON STUDENTS’ READING SKILLS 6

Specifically, this study will answer the research questions:

- Do providing different strategies improve the reading skills of students?

- Do providing different reading strategies improve the performance of the

students?

- Do providing different reading strategies have significant effect on the speed

and comprehension of the students?

HYPOTHESIS

The class is exposed in different reading strategies in the hopes of improving their

reading skills. The study postulates three hypotheses to be tested:

H1: If students will do different reading strategies, then their reading skills will improve.

H2: By doing different reading strategies, students will have a big significant effect on

their reading speed and comprehension

H3: Different reading strategies will improve the non-reader students not only on their

performance output but also in their reading skills.

SIGNIFICANCE OF STUDY

The area of focus of this research is to improve reading comprehension through the use of

reading strategies. The teacher researcher believes that without a solid foundation of reading

strategies the students will struggle throughout their academic and adult life. The researcher

hopes to provide reading awareness to her students by teaching reading comprehension strategies

and by this way the students will develop a more meaningful reading experience.
 READING STRATEGIES: EFFECT ON STUDENTS’ READING SKILLS 7

The purpose of this study was to analyze the improvement of the students reading skills

after they have taken presentations on reading strategies.

SCOPE AND LIMITATIONS

This study will determine the reading skills of the students when provided with different

reading strategies. The research concerns the students in as perceived by the teachers and

students in school year 2017-2018. The aspects looked into were the qualifications of teachers,

their methods and strategies, facilities forms of supervisory assistance, problems and proposed

solutions to problems.

The number of the subject will be limited to one class and also the extension of the

experiment will be limited to one term in able to gather data efficiently and produce a

meaningful conclusion and interpretation.

This study tries to find out whether different reading strategies will affect reading skills

not on any aspect of their language proficiency. The participants will be chosen from amongst

male and female Grade students and non-readers who are improving proficiency in learning at

METHOD

TYPE OF RESEARCH

The research will find out the speed and the comprehension of the through scores they get

from PHIL-IRI and also the word per second. Quantitative research will analyze the result based
 READING STRATEGIES: EFFECT ON STUDENTS’ READING SKILLS 8

on the scores and the WPM whether their speed on reading has improved and become

independent in comprehending certain passages.

In the hopes of fulfilling this study, the different reading strategies should be executed in

a certain period of time allotted in order to have a neat collection of data which to be analyzed

later.

RESPONDENTS AND SAMPLING METHOD

The research concerns a whole class chosen in, School Year 2017-2018. Also, this

concerns the non-readers in the class. The research will be executed throughout the year within

the classroom while utilizing procedure. The respondents should participate in the process to

produce interpretations.

SOURCE OF DATA

This research will provide quantitative data in order to find out whether there is

significant changes prior to the involvement of the interventions provided. In order for this

research to be relevant, there are sources of data needed.

In this research, there will be observation on their attitude and values towards reading.

And in order for this research to find out, series of oral examinations about understanding and

comprehension as well as tests about vocabulary will be given. All for the sake in the

development of the students’ reading skills in attaining academic achievement.

INSTRUMENTS
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The instruments that will be used will vary depending on the reading strategies one will

be put action to. Reading strategies should have instruments related to the topic and should be

low cost as it can be. Instrument that can be used as reading materials such as books, flash cards,

and other reading paraphernalia can be used as a reading intervention to improve the reading

skill of the student.

One can also teach through using audio and visual aids, which help them, improve their

diction and pronunciation of the words. Also, this will also widen their vocabulary and find the

right spelling of the words and their use in the sentence.

DATA COLLECTION PROCEDURE AND ETHICAL CONSIDERATIONS

The pre-test in PHIL-IRI will determine the Reading speed (WPM), comprehension and

reading level. By recording the results, one can differentiate whether the non-readers improve by

the means of post-test results of PHIL-IRI.

Periodical Test will be then be computed by Mean and MPS. While the performance of

the students, will also be evaluated during the conducting of the reading strategies and will be

record as performance output of the respondent.

During the study, students’ attitude will also be evaluated. The students should actively

participate in recitations and oral discussions.

DATA ANALYSIS

After doing different reading strategies, 85% of the class should acquire the level of Fast

in Reading speed in PHIL-IRI, Independent in comprehension and independent on Reading level.

While all of the respondents should be readers at the end of the term, students should improve
 READING STRATEGIES: EFFECT ON STUDENTS’ READING SKILLS 10

their performance by obtaining score of 10 higher in all of their performance output. Low

performers should have also improved and got positive impact on their performance and from

their examinations. The students should also have at least 85% MPS from their weekly

examinations to chapter test and especially to quarterly periodical test.

By recording their post-test results, students should have significant difference between

the MPS of their pre-test results by at least 15%. Overall, students should have obtained nearing

mastery beyond the DepEd target which is 75% passing scores.

TIMETABLE

ACTIVITIES/INTERVENTION TO BE
TARGET DATES
UNDERTAKEN
Construction of Performance Assessment of
June, 2018
Pre-Test.
Prepare daily plans on the required
September, 2018
competencies to be developed.
Different reading strategies as well as

interventions will be executed depending on

September – November, 2018
the required competencies needed to be

developed.
Weekly Examinations and Periodical Test will

be conducted. Based on the daily plans, oral September – November, 2018

discussion and recitations will be executed.

Conduct of Post- Test February, 2019
 READING STRATEGIES: EFFECT ON STUDENTS’ READING SKILLS 11

At first pre-test will be given to the respondents which will be conducted on July. From

the assessment of the pre-test results, low performers will be identified. One will construct

different interventions and plan the action to be conducted.

After planning the action required, one will need to prepare daily plans on the required

competencies to be developed. Group tasks will be conducted and the grouping will be planned

based on the students learning styles. The teacher can conduct games depending on the learning

styles in order to improve their auditory, visual and kinesthetic ability. One can also swap the

groups to enable the others to feel and learn also the learn with different interests.

Based to prepared daily plans, discussion and oral recitations are to be conducted and

weekly examinations are to be recorded.

Lastly, by conducting post-test at the end of the competencies allotted for the Fourth

Grading Period using the same set of questions used in the Pre-test results will be analyzed and

interpreted.

COST ESTIMATES

Varies on the instruments needed. The materials needed in preparing the reading

materials, as well as the examinations and test. If possible, the dvd player and television for an

innovative display of lessons. Overall, this research estimates that the cost that most likely to be

needed will be less than three hundred pesos (P500.00).

PLAN FOR DISSEMINATION AND ADVOCACY

This research will most likely be useful to those who struggle in reading passages, prose

and different kinds of literature, This research will be revolutionary to those who want to
 READING STRATEGIES: EFFECT ON STUDENTS’ READING SKILLS 12

enhance their comprehension skills and understanding or internalizing the situations within a

scenario in a text.

This research also provide a wide range of teaching in vocabulary, grammar and

semantics.

REFERENCE

Adler, C. R. (Ed.). (2001). Put reading first: The research building blocks for teaching

children to read. Jessup, MD: ED Pubs.

Block, C. & Israel, S. (2005). Reading first and beyond: The complete guide for teachers

and literacy coaches. Thousand Oaks, CA: Corwin Press.

Duke, N. K. & Pearson, (2005).Effective practices for developing reading

comprehension. Retrieved from http://www.ctap4.org/

infolit/trainers/comprehe_strategies.pdf

Harvey, S., & Goudvis, A. (2000).Strategies that work teaching comprehension to

enhance understanding. York, ME: Stenhouse Publishers.

Oczkus, L. D. (2003). Reciprocal teaching at work strategies for improving reading

comprehension. Newark, DE: International Reading Association.

Serafini, F. (2004). Lessons in comprehension explicit instruction in the reading

 READING STRATEGIES: EFFECT ON STUDENTS’ READING SKILLS 13

workshop. Portsmouth, NH: Heinemann.

Teele, S. (2004).Overcoming barricades to reading a multiple intelligences approach.

Thousand Oaks, CA: Corwin Press.